Secondary Education (GCSEs)

Debate between Damian Hinds and Gloria De Piero

Tuesday 26th June 2012 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

Young people are working harder in our schools than ever before, guided by probably the best ever generation of teachers. Certainly, lessons are planned and progress tracked in a way that it never was when most of us were at school. Young people are also examined more, at considerable cost to our schools—the average cost of exams to maintained secondary schools was £44,000 in 2003 and £96,000 by 2010. Those pupils and teachers are being let down by a system that has allowed the erosion of confidence in their qualifications.

There is massive pressure on schools, as we all know, from the five-plus C-plus measurement in league tables. Although it is true, as many right hon. and hon. Members have said, that there have been real improvements in educational attainment, it is also true that ever since those league table ladders were created, ingenious schools have found ever more ingenious ways of getting up them, aided and abetted by public policy and the exams industry, with things such as double awards, short courses, half GCSEs, new subjects and, of course, the granddaddy of them all, equivalents, which make a 19 percentage point difference in the league tables. If equivalents are included, 75% of children get five or more GCSEs at grade C or above, but that goes down to 56% if those equivalents are taken out.

Like economic growth, improvements in grade have both a real part and an inflationary part. The real growth comes from better teaching, better teachers and more engaged parents, and I think we have see ample evidence of those things.

[Gloria De Piero]

In that case, would the hon. Gentleman listen to a maths teacher from my constituency and the 11th most improved school in the country from 2012, who says:

“The current GCSE system allows every pupil to achieve beyond their potential and is fully recognised by employers regardless of tier”?

[Damian Hinds]

I am always happy to hear from distinguished maths teachers, but I am not quite sure how the hon. Lady’s intervention relates to or contradicts what I just said. I was saying that there have clearly been real improvements, but I do not think there is anyone left, including that distinguished maths teacher, who doubts that on top of those real improvements there has been significant grade inflation, as acknowledged by the shadow Secretary of State.

There are four key elements to the grade inflation. First, there has been the gradual easing of what we used to call the syllabus—now called the specification—on the part of the exam board. Secondly, at the school end, there has been teaching to the test. Thirdly, there have been all sorts of elements in the design of examinations, including modularity or what is now called unitising, early takes, re-sits, the use of calculators and so on. Fourthly—this sounds a bit dull and technical but it is very important—there is the statistical tolerance in the results. Every year, there is rightly a normalisation to say what results, for example, a key stage 4 cohort should get relative to what they achieved at key stage 2, with perhaps a 1% tolerance either way on a finding—but of course the tolerance only ever goes up. That is the most pure form of grade inflation.